PEP四年级上册Unit 3My friends 第2课时5页

ThesecondperiodPartALet’slearn&Let’schant内容分析本课是PEP小学英语四年级上册Unit3第二课时。本单元学习的主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述。教学内容主要是通过展示学生们介绍好友的情景来展开的。教学重点是能够听、说、认读核心句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”；能够听、说、认读单词“strong,friendly,quiet,hair,shoe,glasses”。本课时重点围绕如何描述自己的朋友、询问朋友姓名并解答的句型展开，通过对话、重复等手段实现句型的掌握，并锻炼学生做到能够准确地向他人介绍自己的朋友。课时目标知识与能力1.能够听、说、认读单词“tall,strong,short,thin,friendly,quiet”。2.能够在情景中熟练运用句型“He’s/She’s…”介绍人物的性格和外貌特征。3.能够运用句型“Whoishe/she?”询问他人的姓名，并能回答。4.能理解歌谣中对人物外貌和性格特征的描述，并能创编新的歌谣描述自己的朋友。过程与方法通过欣赏歌曲，营造英语学习氛围，吸引学生的注意力，提高学生学习英语的兴趣，并为后面学习新内容做好铺垫。将Let’sdo中的句型穿插在Let’slearn板块的教学中，教师引入相关指令语，让学生听听做做，手、眼、耳、脑并用，帮助学生更好地记忆单词的意思与读音，同时增加课堂的趣味性，活跃课堂气氛。情感态度价值观提高学生口语表达能力。教学重难点教学重点1.能够掌握描述人物特点的词汇。2.能够用以上词汇简单描述他人的性格和外貌特征。教学难点1.能够在情景中熟练运用句型“He’s…”介绍人物的性格和外貌特征。2.能够掌握单词“friendly,quiet”的发音。教学准备教学课件、课文视频、单词卡片等。,教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。4.小组合作竞争教学过程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Revision.(1)Pointtoaboyandaskhisnameinrhyme.Askstudentstoanswerinrhyme,too.T:（Claphands.）What’shisname?What’shisname?Ss:Hisnameis…Hisnameis…T:What’shername?What’shername?（Claphandsandpointtoagirl.）Ss:Hernameis…Hernameis…(2)Playagame—“Isay,youdo”.(课件出示：一段有节奏的背景音乐)T:Boysandgirls,nowIsay,youdo.Makeyourselftall.Ss:Tall,tall,tall.(Studentsstandupandsaywhiletheydoit.)T:Makeyourselfshort./Makeyourarmslong./Makeyoureyesbig./…Ss:Short,short,short!/Long,long,long!/Big,big,big!/…3.Watchandact.Playthevideoof“Let’stalk”.(课件出示：教材P24Let’stalk板块的视频)Letstudentswatchitandactoutthedialogueinpairs.4.Lead-in.T:Johnhasagoodfriend.Ihaveagoodfriend,too.Doyouwanttoknowwhathis/hernameis?Step2:Presentation1.Learnthesentences.T:Ihaveagoodfriendinourclass.Heisaboy.He’stallandstrong.He’sinGroup4.Guess!What’shisname?Describetheappearanceofastudentintheclasssimply.Ifotherstudentscan’tguesswhoheis,leadthemtoask,“What’shisname?”T:Youcanalsoaskme,“Whoishe?”Writedownthesentences“What’shisname?”“Whoishe?”ontheblackboard.2.Let’slearn.,（1）Learnthewords“tall,strong,short,thin”.Askastudenttocometothefrontoftheclassroomandintroducehimasagoodfriend.Theninviteanotherstudentwhoiscompletelydifferentfromtheboybefore.Askotherstudentstoobservetheirdifferencesinfigure.Leadinthewords“tall,strong,short,thin”.Showthewordcardsinturn.Teachthesewords.Askstudentstoreadaftertheteacher.Letstudentspointtotheclassmatesandusethesentencestructure“He’s/She’s…”todescribeothers.（2）Learnthephrases“tallandstrong,shortandthin”.Pointtothetallandstrongboyonthepodium.Leadstudentstosaythesentences“He’stall.”and“He’sstrong.”Thentheteachersays“He’stallandstrong.”Askstudentstoreadthesentenceaftertheteacher.Practicethesentence“He’sshortandthin.”inthesameway.(3)Learntheword“quiet”.Theteachermakesagesturewiththeindexfingertokeepstudentsquietandsaysthesentence“Bequiet!”Thenshowthewordcard“quiet”andreadit,qu/kw/-i/aɪ/-e/ə/-t/t/,quiet[ˈkwaɪət].Thenpastethecardontotheblackboard.Helpstudentsunderstandthemeaningoftheword“quiet”.Leadstudentstousetheword“quiet”tomakesentencesintherealsituations.(4)Learntheword“friendly”.ShowpicturesofsomeactivitiesonthePPTandask,“Whoisfriendly?”Explaintheexactmeaningoftheword“friendly”throughthemovementortheexpression.(5)Playandwatch.Playthevideoof“Let’slearn”onthePPT.（课件出示：教材P25Let’slearn板块的视频）Letstudentswatchit.Playitagain.Askstudentstoimitateafteritandreadthewordsandthesentencesoverandoveragain.TheteacherdescribesJohnwiththesentences“Ihaveagoodfriend.He’sshortandthin.”Leadboystoask,“Whoishe?”Leadgirlstoguesswhoheisandusethesentence“HisnameisJohn.”toanswer.Askstudentstochooseapersonfromthepicturesofthissectionandpracticethedialogueinpairs.Thenletstudentsactitout.,Step3:Practice1.Ipoint,yousay.ShowthewordsatrandomonthePPT.(出示课件)Askstudentstosayoutthewordsquickly.T:IwillpointtothewordsonebyoneonthePPT.Pleasesayoutthewordsquickly.Let’sgo!What’sthis?Ss:…2.Isay,youdo.Theteacherspeaksthewordsandasksstudentstoperformcorrespondingactions.T:Thistime,Isay,youdo.WhenIsaytheword“tall”,pleasedolikethis.（Raisethearmsup.）WhenIsaytheword“short”,pleasedolikethis.（Putthearmsdown.）WhenIsaytheword“strong”,pleasedolikethis.（Raisethefistsup.）Andthisisfor“thin”.(Putthehandsonthebothsidesofcheeks.)Areyouready?Let’splay.3.Ido,yousay.T:Nowlet’sexchange.Ido,yousay.4.Let’schant.ShowthepicturesofLilyandTiminthechantonthePPT.(课件出示：教材P25Let’schant板块中的人物图片)HelpstudentsdescribeLilyandTimwiththewordstheyhavelearnedandthesentencestructure“He/Sheis…”Playthechantseparately.（出示课件）Letstudentsreadthechantaftertherecording.Step4:Consolidation&Extension1.Makeacompetition.Letstudentschantindifferentwaystomakeacompetition.Remindstudentstodosomeactionswhilethey’rechanting.2.Createanewchant.Encouragestudentstoreplacetheadjectivesinthechantaccordingtothetruesituationsoffriends.Createanewchantandperformitinclass.,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.在韵句中，复习上一课的句型，极大地激发了学生的学习兴趣。2.“我指你说”“我说你做”等一连串的活动贯穿授新和操练过程，尽可能地让学生的多种感官参与到此学习过程中来，大大提高了学习效率。3.学习单词的目的就是能把单词灵活地运用到句子中去，使表达更加完整，同时把单词运用到句子中也能巩固所学的单词，两者之间相辅相成，相互促进。4.板书设计清晰明了，重点突出，起到了很好的辅助作用。